Application of Cochlear Model in Speech Analysis/Synthesis Using Sinusoidal Representation

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基于大型隐马尔可夫模型的宽带语音丢帧补偿(英文)

研究了在语音传输过程中由于参数丢失导致语音质量急剧下降的丢帧补偿问题.利用大规模隐式马尔可夫模型对自适应多速率宽带语音编码(AMR-WB)的ISF参数进行建模,然后对丢失的ISF参数进行基于最小均方误差(MMSE)准则的最优估计,将估计的ISF参数和前帧的ISF参数进行加权以平滑估计值,得到补偿的ISF参数.在接收端,利用ISF参数的估计值进行语音合成.将本算法的合成语音和由G.722.2标准附件Ⅰ的基准补偿的合成语音进行比较,仿真结果表明,本补偿算法可以得到更好的性能,在频率加权谱失真和信噪比这2种评价准则上都有所改善,信噪比提高约2.41 dB,频率加权谱失真下降约0.885 dB,证明了该算法的有效性.     

试论语感及其心理运作机制——兼说语感对语文教学的启示

语感,是人对语言的敏锐感觉,其心理表征是对言语的体验,心理基础是言语储备和生活储备,它以情境与言语之间的转型、聚合和发散三种心理方式进行运作。语感的这些心理机制,对语文教学提供了有益的启示。     

聋童语音的声学参数分析

为提供聋童在语言训练各阶段语音的声学参数,测查了不同听力损失聋童在语言训练过程中的元音参数变化,以及语言训练对各频率段参数的影响,并证明聋童经过语言训练可获得听力补偿,并提高语言能力     

Phonological awareness,speech development,and letter knowledge in preschool children

Phonological awareness has been shown to be one of the most reliable predictors and associates of reading ability. In an attempt to better understand its development, we have examined the interrelations of speech skills and letter knowledge to the phonological awareness and early reading skills of 99 preschool children. We found that phoneme awareness, but not rhyme awareness, correlated with early reading measures. We further found that phoneme manipulation was closely associated with letter knowledge and with letter sound knowledge, in particular, where rhyme awareness was closely linked with speech perception and vocabulary. Phoneme judgment fell in between. The overall pattern of results is consistent with phonological representation as an important factor in the complex relationship between preschool children’s phonological awareness, their emerging knowledge of the orthography, and their developing speech skills. However, where rhyme awareness is a concomitant of speech and vocabulary development, phoneme awareness more clearly associates with the products of literacy experience.     

Speech reading and learning to read: a comparison of 8-year-old profoundly deaf children with good and poor reading ability

Nine children with severe-profound prelingual hearing loss and single-word reading scores not more than 10 months behind chronological age (Good Readers) were matched with 9 children whose reading lag was at least 15 months (Poor Readers). Good Readers had significantly higher spelling and reading comprehension scores. They produced significantly more phonetic errors (indicating the use of phonological coding) and more often correctly represented the number of syllables in spelling than Poor Readers. They also scored more highly on orthographic awareness and were better at speech reading. Speech intelligibility was the same in the two groups. Cluster analysis revealed that only three Good Readers showed strong evidence of phonetic coding in spelling although seven had good representation of syllables; only four had high orthographic awareness scores. However, all 9 children were good speech readers, suggesting that a phonological code derived through speech reading may underpin reading success for deaf children.     

嘶哑语音的三质量块声带模型分析(英文)

本文提出了声带的三质量块模型,并讨论了这种模型的数学表达式．微机模拟了因喉部疾病引起的几种典型的嘶哑语音,研究了声带的不同病理因素对模型参数的影响,并给出了模拟语音信号的典型谱分布被给出．此外,一些典型情况的嘶哑语音信号被数字信号处理方法分析,这些方法包括ＦＦＴ、ＬＰＣ、倒谱技术、伪彩色编码等．实验结果表明声带的三质量块模型分析是嘶哑语音分析的一种有效方法．     

Analysis of the Phonological Skills of Children with Down Syndrome from Single Word and Connected Speech Samples

Phonological analysis of the speech of five children with Down syndrome was compared across single word samples elicited from tests and connected speech samples elicited during play. Analyses indicated that connected speech samples provided fewer total words and word tokens and, in some cases, failed to target certain later developing phonemes. CVCs were similarly represented across single word and connected speech samples, but differences across the sampling conditions included an over‐representation of clusters and an under‐representation of VC and CV forms in single word samples. Overall accuracy for vowels was greater than for consonant production, but no difference in phoneme accuracy was found across the conditions. Differences in phonetic inventories for some subjects indicated the possibility that children may, in their connected speech, avoid phonemes which they have yet to master. Phonological process analysis indicated that differences across the two conditions were restricted to their relative impact on each subject's overall intelligibility. Both similarities and differences with previous studies comparing sampling conditions with other populations are discussed, as are clinical implications.     

语用能力与翻译能力辨析

从分类、共性、差异三个角度对语用能力与翻译能力进行的比较分析表明：语用能力与翻译能力都是通过研究使用中的语言来分析人类的交际行为;都注重语境分析;都将社会文化因素作为重要的分析参数。二者差异之处在于,语用能力侧重言语行为的推理,翻译能力更关注语言分析之后的跨语际再现;语用能力分析语言与语境之间的互动关系,翻译能力则更进一步关注其后续的语境重建能力。语用能力对翻译能力的构建具有启发和促进作用。     

Assessment of individual differences in phonological representation

Individual differences in abilities to form, access, and hone phonological representations of words are implicated in the development of oral and written language. This study addressed two important gaps in the literature concerning measurement of individual differences in phonological representation. First, we empirically examined the dimensionality of phonological representation abilities. Second, we empirically compared how well typical measures index various representation-related phonological processing abilities. Specifically, nine measures of accessibility to and distinctness of phonological presentations were administered to 175 3-, 4-, and 5-year-old children. Confirmatory factor analysis validated three separate but correlated phonological processing abilities, i.e., efficiency of accessing phonological codes, precision of phonological codes as reflected in speech production, and precision of phonological codes as reflected in speech perception. The named phonological processing abilities were equally good measures of a second-order phonological representation factor. While most prototypic measures were excellent indicators of first-order phonological abilities, they were only modest indicators of phonological representation.